Idea Transcript
Masaryk University Brno Faculty of Education Department of English language and literature
Teaching materials for the subject Hotel management in English Bachelor thesis
Brno 2015
Supervisor:
Written by:
Mgr. Naděžda Vojtková
Lenka Woodsová 1
Statement: I declare that I worked on my thesis on my own and that I used only the sources listed in the bibliography.
……………………………….. Podpis Brno, 10 April 2015
2
Acknowledgement: I would like to thank Mgr. Naděžda Vojtková for giving me advice while working on the thesis and inspiring me as a teacher.
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Table of Contents Introduction ...................................................................................................................
6
1
7
Theoretical part ....................................................................................................... 1.1
The origins and the term of ESP .....................................................................
7
1.2
Types of ESP ...................................................................................................
9
1.3
The line between ESP and ELT ......................................................................
10
The key stages in ESP ............................................................................................
10
2
2.1
Needs analysis ................................................................................................
11
2.1.1
Target Situation Analysis ........................................................................
11
2.1.2
Present Situation Analysis .....................................................................
12
2.1.3
Learning Situation Analysis ...................................................................
12
2.2
Course/syllabus design .....................................................................................
13
2.3
Setting course objectives ..................................................................................
13
2.4
Materials selection ............................................................................................
14
2.4.1
Authentic materials ....................................................................................
14
2.4.2
Sources of authentic materials ...................................................................
16
2.4.2.1 2.5
16
Teaching and learning ......................................................................................
17
2.5.1
Using video ................................................................................................
18
2.5.2
Using pictures ............................................................................................
18
2.5.3
Using simulations ......................................................................................
20
Evaluation .........................................................................................................
21
Practical part ...........................................................................................................
23
2.6 3
The Internet as a source of authentic materials ....................................
3.1
Practical part introduction ................................................................................
23
3.2
Teacher's research ............................................................................................
23
3.2.1
Present situation analysis ...........................................................................
23
3.2.2
Target situation analysis ............................................................................
24
3.2.3
Learning needs analysis .............................................................................
25
3.2.4
Setting objectives .......................................................................................
27
3.2.5
Designing units ..........................................................................................
27
Lesson plans .....................................................................................................
28
3.3 3.3.1
Lesson plan 1 - Food, meal, dish ................................................................
29
3.3.2
Lesson plan 2 - Hotel facilities ...................................................................
30
3.3.3
Lesson plan 3 - Hotel workers ....................................................................
32
4
3.4
Evaluation .........................................................................................................
33
Analysis of questionnaire results ................................................................
34
Conclusion ........................................................................................................................
37
Bibliography .....................................................................................................................
39
Appendices .......................................................................................................................
42
3.4.1
5
Introduction
This bachelor thesis deals with creating materials for the subject Hotel Industry in English. The subject is taught at the Secondary School of Gastronomy and Hotel Industry.The work is divided into a theoretical and practical part. The theoretical part presents stages a teacher should have in mind when creating an ESP course. The terms ESP, needs analysis, syllabus design, authentic materials, evaluation, teaching activities using video, pictures and simulations are defined. In the practical part the findings of theoretical part make a foundation for the author‟s target to create the lesson plans using authentic materials. The practical part reflects the aim of this work, i.e. to create needs analysis, targets and objectives of the concrete study group, followed by a suggestion of several lesson plans based on the use of authentic materials. The next step of the process is to analyse students„ satisfaction with the pilot lessons. For this purpose the author uses a simple questionnaire presented to the students after each pilot lesson to find out whether the students find the lessons based on the use of authentic materials beneficial. The results of questionnaire are analysed by the author.
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1 THEORETICAL PART 1.1 The origins and the term of ESP From the early 1960s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. ESP has had a relatively long time to mature. According TEFL glossary, ESP - English for Specific Purposes refers to teaching a specific genre of English for students with specific goals. Examples include English for Academic Purposes (students will enter an English-speaking university), business English (for business people), medical English (for nurses, doctors, other health care professionals). The ESP can be (as the name implies) very specific -- a growing market is English language computer support personnel. In sum, ESP is English for vocational purposes, where the word vocation is used loosely to include education and all kinds of employment. Hutchinson and Waters note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an "age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role of international language fell to English" (6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English (para. 7). The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible (para. 7). The final reason Hutchinson and Waters cite as having influenced the emergence of ESP has to do with more attention given to the ways in which learners acquire language and the 7
differences in the ways language is acquired rather than a simple focus on the method of language delivery. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, the focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered (para. 8). There are a few theorists who put down the definitions of ESP. Let me start with Strevens. He defined ESP by identifying its absolute and variable characteristics. Strevens' definition makes a distinction between four absolute and two variable characteristics: I. Absolute characteristics: ESP consists of English language teaching which is:
designed to meet specified needs of the learner;
related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities;
centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse;
in contrast with General English.
II. Variable characteristics: ESP may be, but is not necessarily:
restricted as to the language skills to be learned (e.g. reading only);
•
not taught according to any pre-ordained methodology (1-2). Dudley-Evans, influenced by Strevens, clarifies the meaning of ESP, giving an extended
definition of ESP in terms of 'absolute' and 'variable' characteristics. The revised definition he and St. John postulate is as follows: Definition of ESP
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Absolute Characteristics •
ESP is defined to meet specific needs of the learners.
•
ESP makes use of underlying methodology and activities of the discipline it serves.
•
ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics •
ESP may be related to or designed for specific disciplines.
•
ESP may use, in specific teaching situations, a different methodology from that
General
English •
ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level.
•
ESP is generally designed for intermediate or advanced students.
•
Most ESP courses assume some basic knowledge of the language systems, but it
can be
used by beginners (4-5). The definition both authors offer has improved Strevens„definition substantially by removing the absolute characteristic that ESP is "in contrast with 'General English,'“ and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simply as an 'approach' to teaching, or what Dudley-Evans described as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson. Hutchinson and Waters state that “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning“ (19). 1.2 Types of ESP
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In the 'Tree of ELT' by Hutchinson and Waters, ESP is broken down into three branches: a) English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS). Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) (17). Hutchinson and Waters do note that there is not a clear-cut distinction between EAP and EOP: "...people can work and study simultaneously; it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the student takes up, or returns to, a job" (16). 1.3 The line between ESP and ELT Considering how broad ESP really is, one may ask 'What is the difference between the ESP and General English approach?' Though the demarcation line between the General English and ESP is very thin, it does exist. Hutchinson and Waters answer this quite simply, "in theory nothing, in practice a great deal" (53). The teachers teaching General English concentrate more on the language in general. They aim at giving the learners a course that may satisfy their urge to master and understand foreign language. But when it comes to ESP, the teachers pay more attention to needs analysis. When creating materials for students, teachers think very carefully about the goals of learners. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly, the line between where General English courses stop and ESP courses start has become very vague indeed. 2 The key stages in ESP The very important and the key stages in ESP are as following: Needs analysis Course/syllabus design Setting objectives Materials selection Teaching and learning Evaluation These stages are linearly related to each other. They are not independent, they are overlapping each other.
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2.1 Needs analysis Needs analysis represents the process of establishing the “What” and “How” of a course. Through the 1960s and 1970s, when trained English teachers wanted to teach English for science students, they knew little about “What” and “How” of the language of science and technology. So, they started to collect the data and got help from linguistics and register analysis. Later, by creation of “Communicative syllabus design” idea by Munby (1978), they could understand that the function and the situation are also fundamental in the needs analysis. Brown identifies the term needs analysis (also called needs assessment) as the activities involved in gathering information that will serve as the basis for developing a curriculum which meets the learning needs of a particular group of students. In language programs, the needs are language related. Once identified, the needs can be stated in terms of goals and objectives, which in turn, can serve as the bases for developing tests, materials, teaching activities, and evaluation strategies. The purpose is to fill the “gap” of what a language program “lacks.“ Hutchinson and Waters define needs analysis on the basis of “necessities” (55) and “wants” (56) in order to classify between what the learners have to know and what the learners feel they need to know. This definition views language needs as a process of negotiation between the learners and their society. Nowadays needs analysis is an umbrella term covering several approaches, namely: Target Situation Analysis, Present Situation Analysis, Learning Situations Analysis, Strategy Analysis, Deficiency Analysis and Means Analysis. The needs in ESP can be considered from three points of view: Target situation analysis (TSA), Present Situation Analysis (PSA) and Learning Situation Analysis (LSA). 2.1.1 Target Situation Analysis TSA is related to the objective, perceived, and product-oriented needs. The term Target Situation Analysis was, in fact, first used by Chambers in his 1980 article in which he tried to clarify the confusion of terminology. For Chambers TSA is “communication in the target situation” (29).
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With the publication of Munby‟s Communicative Syllabus Design needs analysis moved towards placing the learner‟s purposes in the central position within the framework of needs analysis. Consequently, the notion of the target needs became paramount and the research proved that function and situation were also fundamental. In his work Munby introduced Communicative Needs Processor (CNP). As Hutchinson and Waters say: “With the development of the CNP it seemed as if ESP had come of age. The machinery for identifying the needs of any group of learners had been provided: all the course designers had to do was to operate it“ (54). 2.1.2 Present Situation Analysis PSA estimates strengths and weaknesses in language as well as skills and learning experiences. The term PSA was first proposed by Richterich and Chancerel (1978). In this approach the sources of information are the students themselves, the teaching establishment, and the user-institution, e.g. place of work (Jordan). The PSA can be carried out by means of established placement tests. However, the background information, e.g. years of learning English, level of education, etc. about learners can provide us with enough information about their present abilities which can thus be predicted to some extent. Present situation analysis may be posited as a complement to target situation analysis (Robinson, 1991; Jordan, 1997). If target situation analysis tries to establish what the learners are expected to be like at the end of the language course, the present situation analysis attempts to identify what they are like at the beginning of it. As DudleyEvans and St. John state "...PSA estimates strengths and weaknesses in language, skills, learning experiences“ (125). If the destination point to which the students need to get is to be established, first the starting point has to be defined, and this is provided by means of PSA. 2.1.3 Learning Situation Analysis LSA is related to subjective, felt and process oriented needs. LSA has to do with the strategies that the learners employ in order to learn another language. It tries to establish how the learners wish to learn rather than what they need to learn (West).
Both above mentioned
approaches to needs analysis, TSA and PSA, have not been concerned with the learners‟ views of learning. It was Allwright who made a distinction between needs (the skills which a student sees as being relevant to himself or herself), wants (those needs in which students put a high priority in the available, limited time), and lacks (the difference between the student‟s present competence and the desired competence) (24). His ideas were adopted later by Hutchinson and Waters who advocate a learning-centered approach in which learners‟ learning needs play a vital role. Hutchinson and Waters advocate a process-oriented approach, not a product- or goal-oriented one. 12
For them ESP is not "a product, but an approach to language teaching which is directed by specific and apparent reasons for learning" (16). What learners should be taught are skills that enable them to reach the target, the process of learning and motivation should be considered as well as the fact that different learners learn in different ways (Dudley-Evans and St. John, 1998). 2.2 Course/syllabus design “Designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation“ (Hutchinson and Waters, 21). “Course design is the process by which the raw data about a learning need is interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge“ (Hutchinson and Waters 65). Hutchinson and Waters identify three main approaches to ESP course design: languagecentred, skills-centred and learning-centered approach (65-72). There are some important decisions that need to be made before attempting to produce a syllabus. If to summarize general guidelines of syllabus writing provided by Dick (2005), the following steps could be identified. First of all, one has to decide on what basis they are going to select the items to be included there and how these items will be organized. In other words the type of our syllabus has to be established. Secondly, the teaching situation has to be analyzed to reveal the conditions under which the syllabus will be implemented and the available resources, potential problems, as well as external factors, that might force us to depart from the syllabus at some point, must be determined. Next, it seems necessary to examine the target learner group focusing on students„ abilities, learning preferences and needs, which is obviously a vital prerequisite for setting course objectives. Only then does it seem realistic to start devising the structure of the syllabus and preparing suitable materials. In addition, before the product is ready to be implemented, it is probably necessary to plan the methods of an assessment. Finally, as there is always something that could be improved, there should be some space left for possible changes during and at the end of the course. 2.3 Setting course objectives The crucial step in designing a language course is deciding on its general and specific teaching objectives. As stated by Ellis and Johnson, the course objectives are “the goals of a 13
course in English, as indicated by the needs analysis, and expressed in terms of what the learner should be able to do“ (221). In other words, the course objectives are set in relation to the learners„ own objectives in learning the language. Clearly defined learning objectives are useful both for teachers and students. By clearly stating the results we want the learners to accomplish, the teachers can focus on what the students need, identify whether the students have gained the appropriate skills and knowledge. Clearly defined objectives also allow the teachers to find out how successful their material has been. And the students, in turn, can study more effectively because they know what is expected from them and thus they can direct their attention more effectively. The process of stating objectives begins with the identification of the purpose of the course. This, in turn, should reflect what is expected of the learner at the end of the course. The actual stating of the specific objectives involves what is expected of the learner during the course and should be defined “operationally” that is, the objectives should state what the learner has to do in order to confirm the completion and achievement of the objective. These specific objectives consequently define the planned results of the learning process and serve as a starting point for the evaluation (Gagné and Briggs 1979). 2.4 Materials selection When choosing a suitable teaching material or source, many aspects should be considered and the goals of the course should be set in the way that is reflected in the particular course syllabus. In the previous chapters, needs analysis was mentioned as the key factor influencing the syllabus structure of ESP teaching. In accordance with the target situation analysis of a particular ESP course, the materials should be selected to bring as much authenticity as possible in the teaching-learning process. Hutchinson and Waters divide the evaluation process strategy into four major steps, starting with criteria definition, followed by subjective analysis and objective analysis and topped with matching (97). 2.4.1 Authentic materials An Overview (Martinez 2002) deals with the term authentic materials itself and with the advantages and disadvantages of their use as well as possible sources of them. Authentic materials: “Sometimes called “authentic” or “contextualized”, real-life materials are those that a student encounters in everyday life but that weren‟t created for educational 14
purposes. They include newspapers, magazines, and web sites, as well as driver‟s manuals, utility bills, pill bottles, and clothing labels. Martinez mentions Widdowson‟s (1990) differentiation between the authentic and genuine materials. Authentic materials are materials created for native speakers of the language and used in a class in its original form and design. In other words, they are not changed in any way. Whereas genuine materials are authentic materials adapted for a class, e. g. jumbled paragraphs, cut out headlines etc. Also Hutchinson and Waters doubt the possibility of using authentic texts in ESP, as any text there will be “automatically removed from its original context“ (59). Thus, the focus must be not on the authenticity of a text, but on its pedagogical value for the learners. In other words, a good ESP coursebook should prepare the learners for using the language in real-life situations by setting tasks that are likely to occur in their professional environment. Martinez listed the following pros and cons of authentic materials: Advantages: •
Students are exposed to real language.
•
There is a factual acquisition from most of them.
•
Textbooks do not include inaccurate language.
•
Authentic materials may be inspirational for some students.
•
One piece of text may be used for various activities and tasks.
•
There is a wide choice of styles, genres and formality in authentic texts.
•
They can motivate students to read for pleasure.
Disadvantages: •
Authentic texts may be difficult to understand because of a culture gap.
•
The vocabulary may not be exactly what the students need.
•
They are rather difficult for beginners.
•
Preparation of the texts and activities is often demanding and time consuming.
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•
There are many various accents and dialects in listenings.
•
Some materials become outdated quickly (news).
2.4.2 Sources of authentic materials
The sources of authentic materials that can be used in an ESP class are infinite, but the most common are newspapers, menus, magazines, the Internet, TV programs, movies, CDs, songs, brochures, comics, literature (novels, poems and short stories), catalogues, leaflets, tickets, postcards, bills, receipts, wrappings, recipes, business cards, labels, stamps, etc. A great source of authentic ESP teaching materials are periodicals. The amount of activities which can be performed based on periodicals is extensive. When visiting an English speaking country, one should think about the great opportunity to get authentic materials. For example, the Tourist Information Centers are great sources of many interesting authentic materials given away for free. The next subchapter is dedicated to the Internet as a source of an easy access to endless amounts of many different types of material. 2.4.2.1 The Internet as a source of authentic materials The Internet is probably the biggest library in the world. The book How to Use the Internet in ELT (Teeler and Gray 2000) is a very useful handbook for teachers who would like to learn how to use the Internet, where to find information and materials for their lessons and how to manage the computer, too. The authors say that it is not possible to say how many people use the Internet. But definitely, some of them are teachers and they seem to be using it almost for everything: updating language skills, searching for materials, learning about computer technology, teaching, working on projects and other activities, or just enjoying themselves.
Teeler and Gray„s suggestions for further resources suitable for teachers are: Practical ideas for classroom use: you can find both materials on various topics and grammar materials such as theory, exercises, games, etc. You just have to know how to adapt it for your pupils.
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Publishers: you can find the offers of various publishers on-line as well as some teaching tips and list of upcoming seminars and conferences. Dictionaries and encyclopaedias: a lot of books are now available in an electronic version on-line. You can even download some of them into your computer or you can have a link on your desktop. Scholarships and grants: you can find a way to fund your project (conference ) travel expenses etc. According to Teeler and Gray, one of the advantages of using the Internet is topicality. Another one is that the teacher does not have to buy the publications and can download them from the Internet or print them straight from the web page. Lastly, the teacher cannot change the textbook he is working with, but he can find suitable materials on the Internet and modify them if needed. There are some disadvantages, too. There is an absence of an index on the Internet. Lots of schools still do not have facilities and students cannot access the Internet easily, not even in lessons. Also, the teacher has to be aware of the fact that most of the materials on the Internet have not been produced for learners of English. The authors of most of the materials are native speakers, who often tend to use idiomatic expressions and sometimes there are grammatical mistakes, too. The teacher thus has to be capable to evaluate the material, adapt and correct it for the intended purpose in teaching. 2.5 Teaching and learning In following three subchapters I would like to look closely at three types of activities and their use in teaching. I myself find these technologies appealing to students and even experts like Stempleski and Tomalin state that “children and adults feel their interest quicken when language is experienced in a lively way through television and video and this combination of moving pictures and sound can present language more comprehensively than any other teaching medium“ (3). The greatest advantage of video-based lessons is the fact that students are simply interested in video programmes and if the video material is chosen appropriately, the lesson is almost sure to be successful.
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2.5.1 Using video In their book Video in Action (Stempleski and Tomalin, 1990) suggest some good reasons why to use video in teaching and some important and useful points to concentrate on. Using video is a big motivation. Students become interested faster when experiencing the language in a lively and amusing ways, i. e. through pictures, in this case moving pictures (films, documents, broadcasting etc.). In combination with sounds, video interprets the language in a comprehensive and realistic way. Another reason why to use video is that it often makes students more communicative in target language. Non – verbal aspects of communication are presented in video as well. Students can watch expressions, gestures, postures and clothing equal to spoken language. These aspects can be seen in motion on a video. Moreover, the teacher can freeze any moment he wants to and discuss it with the students. Finally, cross-cultural comparison is an indivisible feature of authentic materials. Observing differences in culture is essential for understanding other nations. Awareness of cultural background is important in learning a language. Therefore, it is essential to highlight cultural habits, too. Stempleski and Tomalin say that video can be used at any level. It can be used as a supplementary material time to time, e. g. once a week, or it can be a part of every lesson if the course is based on it. Because video is a highly motivating devise, it is useful for beginners and elementary levels as the good motivation at the beginning is crucial. Usage of video depends, of course, on sources, technical equipment and amount of time, which can be devoted to it. 2.5.2 Using pictures The book Pictures for Language Learning (Wright, 1994) is a very useful source for teachers, who want to use pictures in teaching. As Wright says, pictures in teaching are especially suitable for learners with special needs. They are also very useful when introducing new topic. Thanks to them, the teacher can provoke the students to express themselves emotionally. Pictures can be used by beginners as well as advanced students of all ages. There is usually minimal preparation and low costs. It is important to expose students to various stimuli so that they can develop their skills broadly. According to Wright, teacher‟s resources must include pictures. We are not only exposed to spoken language, but we perceive a lot of context visually. Students have 18
to learn to predict, induce and deduce. Pictures play a key role in motivating students and contribute to the interest and awareness of a context.
The teacher should consider these aspects before preparing the lesson: Demandingness of preparation: if the preparation is difficult in relation to what the outcome should be, then it is not worth doing it. Class organization: if the class organization would be difficult, it is no use to do it. Interest: the activity should be interesting for students and the teacher, too. Meaningfulness and authenticity: the language should be authentic to the activity. There should be some outcome, so that the students can reflect on their work and see, whether they use the language correctly or not. Amount of language: there should be a sufficient amount of language in the activity. Through pictures, various language skills can be practised: structures (tenses, transitive / intransitive verbs, interrogatives, etc.); vocabulary (topic-based vocabulary, opposites, adjectives, etc.); functions (making request, describing things, expressing likes and dislikes, etc.); situations (describing the situation, situation dialogues, role play, etc.); skills (listening, reading, writing, speaking). Wright says that pictures can motivate students in such a way that they want to pay attention and be included. Pictures bring the world or a street scene or other environments to the classroom. Pictures can stimulate and provide material to be discussed in a conversation or discussion. What kind of pictures can be used? Wright recommends pictures of one person or of several people, people in action, places, from history, with a lot of information, the news, fantasies, maps and symbols, pairs of pictures, pictures and texts, sequences of pictures, related pictures, single stimulation pictures, ambiguous pictures, bizarre pictures, explanatory pictures and student and teacher drawings.
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2.5.3 Using simulations
The book Simulation in Language Teaching (Jones, 1990)
is a useful handbook for
teachers, who are planning to use simulations in teaching. “A simulation is an event. It is not taught. The students become participants and shape the event. They have roles, functions, duties and responsibilities – as an ecologist, king, manager, explorer, reporter, survivor, administrator – within a structures situation involving problem solving and decision making” (Jones, 12) The teacher‟s role in the simulation is a controller. He introduces the simulation and then observes and assesses. He does not interfere. It is a good position for monitoring the language, communicative skills and behaviour of the students. There is no pretence in simulations – it is a reality of function in a simulated environment. Simulations and language are inseparable. Spoken language, written language or both can be used. The language in simulations have two main characteristics – it is functional and cohesive. It has certain functions because the participants have their role and their problems to solve, jobs to do, tasks to fulfil. Therefore, they have to choose appropriate language to achieve what they want to. It is a matter of the students to suit the language to the situation. Because there are usually a lot of opportunities for interaction, action and reaction in simulations, the other participants can deal with their colleague‟s inappropriate use of language. Although two participants start with the opposite view, the situation brings them together. Because of the structure, the language is cohesive.
Motivation is an integral part of simulations. It is one of the most important and interesting reasons for using simulations in teaching. The functions, duties and responsibilities given to the participants arise motives. The intensity of motivation depends on the quality of the simulation. If the simulation is good, well prepared, stimulating and provocative, there is likely to be a strong emotional component, which leads to motivation. The motivation may be strengthened by the participants‟ appreciation of being powerful, responsible for decision-making. They “own” the simulation. Motivation can help to break down shyness, differences of sex, race, colour or status.
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Jones mentions that simulation is a good event for students to get to know each other and for a teacher get to know the students. A good simulation can be an icebreaker and can provide an interesting experience, which is good for social relations. Ice breaking may be needed not only at beginnings, but also always when a frosty situation occurs. Routine can be one of the reasons. Not all the simulations are good for breaking the ice. A suitable simulation for that must be fully participatory, must not have any passive or part – roles and should involve a lot of interaction among the students. Simulations also can help to break down cultural or ethnical prejudices.
Benefits of simulations according to Randall S. Davis (1996): appease students‟ demand of realism in learning language increase of motivation, students‟ one as well as teachers‟ one typical teacher – student relationship breakdown (students are responsible for reaching their goals themselves) cross-cultural comparison and identification reduction of stress (it is one of the crucial points in successful language learning) possible noteless teacher‟s monitoring 2.6 Evaluation Evaluation is the process of establishing the effectiveness of the course. Many scholars like Robinson believe that the needs analysis should be ongoing through the course accompanied by formative evaluation. We put needs analysis and evaluation beside each other. We say they are related to each other because there are three steps which are shared in both of them - collecting data, analyzing data and implementing result. Needs analysis is not just for language teaching and language training. We use needs analysis in order to make a more focused course. In needs analysis, the evaluation refers to the selecting and gathering information and modifying the current/future activities based on the interpreted data. Evaluation consists of formative and summative aspects. In ESP we are more interested in the formative (on-going) evaluation. Since it takes place during the lifetime of an activity (course), the findings will help to shape the course during its lifetime. The summative evaluation can be more helpful in courses which will be evaluated at the end.
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The evaluation in ESP is more concerned with the effectiveness and efficiency of learning with achieving those predefined objectives. In ESP, the evaluation must be regarded as a part of the course design. The used materials, classroom activities, the course design, methodologies or any aspects of the teaching-learning situation, are the main topics that should be evaluated. Before an evaluation we should consider: • audience and purpose (what do we want to evaluate?) • criteria for the evaluation (pre-defined objectives) • criteria for the analysis of the results (what can we change?) • sources of information (who can provide useful information?) Evaluation methods: • checklist and questionnaire • assessment • discussion • record keeping • lesson evaluation Further in the practical part the author decides to use a questionnaire and a lesson evaluation as evaluation methods of her work. A questionnaire is a set of questions for gathering information from individuals. Using a questionnaire to gain an evaluative feedback is a very common practice. The teachers usually use a questionnaire to find out how the students react to their effort and what they learned. It is important to construct the questionnaire questions carefully to obtain an useful information. The advantage of a questionnaire is that it allows people to remain anonymous, its convenience and a low cost. On the other hand, the participants (especially the students) are often tired and in a hurry to leave. The lesson evaluation is a powerful tool to help become a better teacher. Reflecting on a lesson gives insights that may save problems later. When evaluating a lesson, a teacher should focus on what went well, what problems were experienced, what he or she could have done differently, how this experience will help him or her in the future.
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3 PRACTICAL PART
3.1 Practical part introduction This part of the thesis based on theory applied in the theoretical part describes the actual process of analysing the present situation, objectives and learning needs of a certain study group. The process is crucial for choosing the appropriate authentic materials and the following output of the lesson plans the teacher has chosen as the most suitable for the purposes of the course. The final chapter of the practical part summarizes students„ reactions and opinions on the ESP lessons based on the use of authentic materials and employed teaching activities. The students„ opinions were gathered by means of a simple questionnaire. (See Appendices – Questionnaire). 3.2 Teacher’s research In my research for creating an ESP course I analysed the present situation, target situation and learning needs to set the objectives. Setting the objectives is followed by designing the units and lesson planning. Bringing chapter 3 to a close are three lesson plans samples. 3.2.1 Present situation analysis I started teaching the subject Hotel management in English using given materials and course books. I realized very soon that the materials cannot fulfil the students„ needs. Since all the students at the schools of gastronomy and hotel industry are trained to become professional workers in their field of study, I started to look for materials relating to their profession. I studied the textbooks students use in their vocational subject lessons and tried to apply the English language course to them. Soon enough, I became to realize that I do not want to work with the ready-made materials and started to create my own lesson plans using the authentic materials.
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3.2.2 Target situation analysis To analyse the target situation, I used the framework presented in Hutchinson and Waters (59): Why is the language needed? The students need the language for a combination of study, work and training. They study in English the subjects Hotel management and Business correspondence. For their future work it will be essential to be able to deal with the situations on the grounds of the hotel facilities and hotel restaurant. Other purpose is the leaving exam (maturita) in the fourth grade of their studies. The topics related to food and travelling are an integral part of the expected output of the students‟ knowledge. To be more specific, the oral part of the exam includes questions about travelling, eating habits at home and the restaurants in its first part. In part two of the exam is a standard to describe and compare pictures. Included are pictures with healthy and unhealthy food, different table settings, pictures from fast foods and restaurants. In part three, where the students speak on their own about given topic, Czech and British cuisine are one of the topics.The final part of the oral exam is a dialogue between the examiner and the student. It carries topics such as preparing food for certain occassions, hotel related situations such as checking in and out of the hotel, making a complaint, etc. How will the language be used? -
medium: speaking, writing, reading, listening
-
channel: telephone, face to face, letter, email
-
types of text or discourse: semi formal to formal conversations, texts for specific purposes, menus, reservation book
What will the content areas be? - subjects: hotel, restaurant - level: secondary school, mainly B1 and B2 level of CEFR
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Who will the learner use the language with? -
native and non-native speakers of English
-
level of knowledge of a receiver: layman or possibly expert
-
relationship: a customer or possibly a superior or colleague
Where will the language be used? -
physical settings: a hotel, a restaurant
-
human context: face to face, meetings, on the telephone
-
linguistic context: in own country, possibly abroad
When will the language be used? -
concurrently with the ESP course and subsequently depending on the students„ future employment and location
-
during the ESP course, regularly in small amounts
3.2.3 Learning needs analysis To analyse learning needs I used again a checklist according Hutchinson and Waters (6263). Why are the learners taking the course? Hotel management in English is a compulsory subject anchored in the School Educational Program of Secondary School of Gastronomy and Hotel Industry. The need for this subject is apparent as the school is gastronomy and hotel industry oriented. The students„ expectations of their future careers are involved. The learners expect they will be able to communicate on a specific topic with foreign customers they may encounter in their future occupations. The learners can use the specific English with their colleagues and supervisors if they take their future job in an English speaking environment. The students‟ attitude towards the subject Hotel management in English is welcoming. They claim they do realize the importance of being able to serve and communicate with a foreign customer. Many of the students have had an experience dealing with foreign customers from both their internship abroad and in the Czech republic. Some of the students admit they felt frustrated when they were not able to communicate promptly. 25
How do the learners learn? According to my teaching experience, these are my findings on how the learners I work with learn: -
their concept of teaching and learning is the modern one – they want to be
-
facilitated and assisted through the learning process with respect to their individual needs organized, structured lessons appeal to them
-
working with a textbook is likely to bore them
What resources are available? -
two English teachers with general knowledge of the subject
-
enthusiastic teachers„ attitude to gain deeper knowledge of the subject content
-
authentic materials adapted by teacher
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projector, PC, CD player, CDs
-
traineeship in Great Britain and Greece
Who are the learners? -
sixteen to seventeen years old females and males of Czech nationality
-
the students have been studying general English for twelve years; their current level should be between B1 and B2 level of the CEFR
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being educated in their mother tongue in subjects concerning tourism, hotel and restaurant, the fair knowledge of the subject is expected
-
the learners are used to both teacher-centered approach and student-centered approach; few of the learners prefer the teacher-centered approach while the majority of them would welcome the student-centered approach
-
their attitude to the cultures of the English speaking world is positive and open-minded
Where will the ESP course take place? The course takes place in the students„ master classroom, with good light and temperature throughout the year. The classroom is large (good for simulations), equipped with a projector 26
(videos, pictures, presentations). The fact that the students do not need to move to another classroom for this lesson makes them feel comfortable. When will the ESP course take place? The subject Hotel management in English takes place once a week for 45 minutes at 10. 45 a.m. In language classes realised before noon the students‟ attention and cooperation is relatively high and on a good level comparing to those after lunch break.
3.2.4 Setting objectives After identifying areas (related to the subject Hotel management in English), where the students may work after graduating (a hotel, restaurant), considering the types of jobs they may find there (a waiter, head waiter, restaurant manager, receptionist), and analysing the situations they are likely to find themselves in, the objectives are as follows: Students will be familiar and able to use specific vocabulary related to gastronomy, restaurant and hotel environment. Students will be familiar and able to use specific phrases connected to restaurant and hotel jobs Students will be able to read and understand menus and booking in written form Students will be capable of writing down booking notes and present confirmation of booking in writing Students will be able to take the details of booking from a telephone conversation 3.2.5 Designing units Based on the textbooks “Řízení hotelového provozu, Provozujeme pohostinství a ubytování, Restaurace a host“ the students use and work within their vocational subjects I have drawn up a list of the desired units:
Hotel description -
hotel workers
-
hotel rooms 27
-
hotel facilities
-
hotel reception
-
telephone conversation with a customer
-
at the desk (checking in, checking out)
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written reservations from customers
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writing a reservation confirmation
Restaurant -
food and beverage
-
describing the Czech dishes
-
menu
-
breakfast
-
lunch
-
dinner
-
setting a table
-
serving a customer
-
processing the bill
3.3 Lesson plans Three lesson plans introduced in this part of the thesis demonstrate the use of the authentic materials. The general aim of the lesson plans is to exploit some samples of authentic language to encourage genuine communication with the content relevant to the students purposes. That should justify the use of the pictures, videos, recordings and simulations as the leading activities. The lesson plans include a step-by-step presentation of the tasks performed in the actual lessons. The worksheet for each lesson plan can be found in Appendices part. Every lesson plan is followed by “After the lesson“ text based on the teacher‟s brief evaluative notes on a lesson plan taken during the piloting lessons. “After the lesson“ text represents here one of the evaluation tools mentioned in the theoretical part. The teacher notices and comments on the course of the particular lesson, focusing on both positive and negative moments.
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3.3.1 Lesson plan 1 – Food, meal , dish
Duration: 45 minutes Lesson topic: Food, meals, and dishes in Great Britain Level: B1 and B2 level of the CEFR Activity: Discussion, slide presentation, drill, work in pairs, individual work Aim: To be able to differentiate between the three terms and use them correctly in context and to get familiar with British meals and dishes. Tools: Electronic presentation (authentic material), student worksheets Outline:
1/ The teacher asks the students, whether they are familiar with the terms food, meal and dish and asks the students to explain the difference between them. 2/ The teacher performs a slide
presentation on the given topic during which the known
vocabulary is revised and the new vocabulary is exercised. The presentation is based on images rather than a text, the teacher‟s attitude towards the class during the presentation is interactive. At the end of the presentation, the teacher asks repeatedly as many students as possible for the definitions of food, meal and dish to affirm the newly gained information. 3/ The students are given the worksheets. They work individually on exercise 1 where they match the English vocabulary with the Czech equivalents. They work in pairs on exercise 2. They prepare the answers for the given questions and the appointed pairs carry out a question and an answer loud for the class to check. 4/ “Odd one out“ is an individual activity which can be done as homework if the teacher runs out of time. After the lesson
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Sadly, as I expected, during the introductory activity not one student was able to explain the difference between the three terms – food, meal, dish. The closest they came was an explanation of two terms. It seemed though that the fact that nobody knew the right answer made the students keen on the presentation. During the presentation, there was a good interaction between the teacher and students, the revision of the familiar vocabulary was satisfying. I believe that pointing at the pictures when asking for English names was more attractive than simply calling words in Czech to be translated into English. At the end of the presentation, after the light drill, the students expressed their surprise how easy the distinction between the three terms is. That made me to conclude that it would be beneficial in general English lessons whenever one of the three terms emerges point out to the students the other two at the same time and explain the difference in their use.
3.3.2 Lesson plan 2 - Hotel facilities
Duration: 45 minutes Lesson topic: types of hotel rooms and hotel facilities Level: B1 and B2 level of the CEFR Activity: discussion, speaking, listening, work in pairs, simulation Aim: To be able to differentiate between the types of the hotel rooms and get familiar with the hotel facilities vocabulary, to understand and be able to provide the hotel facilities descriptions. Tools: video (authentic material), cards with the new vocabulary, CD player and CD,
Outline:
1/ The teacher initiates and guides a discussion with these questions: Have you ever been to a hotel? As a guest or an employee? Can you describe the room you have seen? 30
2/ Work with your neighbour and together find the differences between the hotel rooms you have seen. Present them to the class. 3/ Each student gets vocabulary cards with the hotel facilities terminology. The students check the terminology pronunciation together with the teacher. Then they watch a video with different types and short description of the hotel rooms. Watching for the second time, the students pick up the card with the corresponding term for the displayed facility. The teacher pronounces the word loud for the students to hear the new word repeatedly. The third time watching the video, the students are asked to leave the cards on the desk and call the correct term for the type of room presented. 4/ The students are given the worksheets. They read and translate for themselves the first task with the guests„ characteristics. The teacher makes sure each student understands the task. The students then listen to the recording and write down to each guest the facility the particular guest might need. The class checks the results together with the teacher. 5/ Task two is a simulation on which the students work in pairs. They get time to prepare and then they perform the phone call between a receptionist and a guest who is trying to find out what facilities are available in the hotel. The receptionist must apologize that due to the ongoing renovation of the hotel, some facilities are not available. They negotiate the situation and work out other alternatives or possible compensation. After the lesson: The first two introductory activities did not go well because of the students„ tendency to use Czech. During the pair activity they were prone to exchange their hotel experience from a different point of view rather than the requested one. In future, these two activities should be shifted behind the activity with the pictures and word cards. On the contrary, while picking up the word cards, the students seemed to build up enough confidence to produce the words afterwards. The students did a good job with the listening exercise. I believe it was due to the fact that the facilities vocabulary was in front of them in the worksheet. During the simulation the weak students stuck strictly to the useful phrases, the better students were more inventive and produced also phrases of their own.
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3.3.3 Lesson plan 3 - Hotel workers
Duration: 45 minutes Lesson topic: hotel workers, job descriptions Level: B2 level of the CEFR Activity: presentation, watching video, individual work, work in pairs, simulation Aim: To get familiar with the specific vocabulary. Tools: PC, projector, picture presentation,video (authentic materials), word cards, worksheets
Outline:
1/ Introduction: The teacher asks students what names of jobs within a hotel they know? Do they know the description of these jobs? 2/ Each student gets the vocabulary cards with hotel job names. The students check the terminology pronunciation together with the teacher. Then the teacher presents the pictures of the hotel workers, one at the time, and the students pick the card with the corresponding word. The teacher pronounces the word loud for the students to hear the new word repeatedly.The activity is repeated until all the students pick up the correct card each time. The students are asked to leave the cards on the desk and call the correct term when a picture is presented. When the chorus sounds confident, the teacher points out single students to call the suitable term matching the presented worker. 3/ The students are given the worksheets with the vocabulary, phrases and instructions for listening and simulation exercises. Together with teacher, the students go through the pronunciation of the vocabulary and phrases. 32
4/ The students watch a video from the hotel reception. In the video a guest and areceptionist lead a dialog concerning a reservation, check in and check out. 5/ The students repeat phrases from the video, the teacher monitors their language production. 6/ The students are asked to work in pairs on task 2 from the worksheet. During their preparation, the teacher walks around the class monitoring their activity, checking their discourse. 7/ The students perform short dialogs in front of the class. 8/ The teacher gives the students feedback on their performances. After the lesson In the introductory part students came up with quite a few jobs names and they remembered even more after they got the word cards. This fact sped up the picture presentation noticeably and the gain of couple extra minutes enabled focusing on pronunciation very precisely. The other tasks were performed without major difficulties, as the dialogs in the video were simple, to the point and with clear pronunciation of the speakers. The final task – the simulation – was presented by all the students in the range of good to excellent performance. The teacher stressed out that everybody was able to carry out a meaningful conversation as an encouragement to the students„ capabilities. 3.4 Evaluation The author chose a questionnaire and lesson evaluation to evaluate the created teaching materials. Each lesson evaluation is attached to the corresponding lesson plan. Besides the overall assessment, it focuses on the positives and negatives of a particular lesson. The questionnaire contains eight close-ended questions requiring the students‟ opinion on their attitude towards the content of the lessons, the efficiency of the lessons, awareness of acquired knowledge and preferences in materials selection. The students responded anonymously. The analysis of the questionnaire results raised some additional questions. The majority of them would be open-ended questions, so instead of putting up another questionnaire, the discussion felt as a more suitable tool to get the answers for those consequently emerged questions. The discussion was based on the questionnaire results.
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3.4.1 Analysis of the questionnaire results The questionnaire in English (see Appendices) was handed to the study group of 16 students after the pilot lessons. The students were explained why the teacher wants them to take part, and the importance of their participation. The teacher made sure that all the students understand each question and optional answers provided. The questionnaire consists of eight close-ended questions to avoid the possibility that students may not want or may not be able to provide the information requested. Also, the fact that the students must pick from a pre-determined set of answers makes the data entry and analysis easier.
Question 1 - Do you consider the content of the course in line with your future occupation? Yes 100%
Question 2 - Do you prefer to learn vocabulary with the aid of the authentic pictures or from a list? Pictures 19% List 0% Combination of both 81%
Question 3 - Are you comfortable with simulations? Totally comfortable 56% Not entirely 31% Not at all 13%
Question 4 - Do you find the simulations useful for your future job? Yes 100% 34
Question 5 - After carrying out a simulation do you feel more confident with your English? Yes 75% No 0% I don‟t know 25%
Question 6 - Do you like using the authentic audio-visual materials? Yes 94% No 0% Sometimes 6% I don‟t know 0%
Question 7 - Will you rather get an information from an authentic audio-visual source or from a printed form? Audio-visual source 31% Printed form 6% Combination of both 63%
Question 8 - Is the content of the lessons too difficult for you? Yes 0% Sometimes 75% No 25%
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Overall, the results of the questionnaire are satisfying, in accordance with the teacher‟s expectations. It is encouraging that all the students think that the content of the course is useful for their future jobs and none of them finds the lessons too difficult. The fact that even though 44% of students do not feel exactly comfortable with simulations, but all of them find the simulations useful, is appreciated. It shows that the students realise that their future jobs will be performed for and in front of people. The students are aware that they need to practice to feel comfortable and relaxed when dealing with customers. The questionnaire results show that the use of authentic materials is appealing to students and that is awarding the teacher‟s effort in creating this type of lessons as the lesson preparation based on authentic material is very time consuming and demanding.
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Conclusion Having taught the vocational subject Hotel industry in English according the textbook given, I ended up very soon looking for additional materials and activities for the lessons mostly on the Internet. It did not take too long to realise that the content of the lessons should be based on the content of the vocational subjects students are taught in their mother tongue. I have studied the syllabi of these subjects and discussed with the students what vocational topics they would find the most beneficial and appealing for their future professional life. From this point the decision to create teaching materials in English corresponding to the vocational syllabi and the students„ needs was obvious.
The theoretical part introduces the theoretical background concerning ESP and mentions some characteristic features closely connected with the process of ESP learning. Special attention is drawn to organizing an ESP course and selecting materials as an important phase to fulfil its demands and to achieve satisfying goals in the ESP process of learning. The importance and possible ways of evaluation are mentioned. All these mentioned steps are the tools to be used in the practical part of the thesis.
The findings of the theoretical part are applied to the practical part when analysing the present situation, learning needs and target situation of the particular study group. Setting the objectives, designing units and creating the lesson plans, follow as the necessary logical steps in the process of creating an ESP course.
The findings of the practical part based on the survey, teacher‟s notes from pilot lessons and lesson evaluations indicate that the students are motivated and regard the ESP course as an important means of communication for their future professional life. The three above mentioned evaluative sources show that the students like to practice with the help of the authentic materials, although not all of them feel comfortable with simulations. Nevertheless, the tasks based on the use of the authentic materials, particularly simulations, give space to the students„ creativity and
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resourcefulness. The authentic teaching materials, mostly satisfied the students„ needs for professional English and met the objectives set for this ESP course.
The teacher‟s satisfaction with the course of the pilot lessons, the students„ participation and their acceptance of the content of the lessons is overall good. The frequent problem is that students are slipping into their mother tongue, especially in the pair or group activities. The teacher decided to eliminate this bad habit by entering extra homework, which is usually to look up the topical authentic material for the next lesson on the Internet. Also, not all the students understand the English of authentic sources well. Their consequent frustration can be easily overcome with the help of fellow students and teacher.
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Bibliography Allwright, Richard. Perceiving and Pursuing Learners' Needs. Oxford: Modern English Publications, 1982. Print. Beránek, Jaromír. Provozujeme
. 1. Vyd. ed. Praha: Grada :,
2004. Print Beránek, Jaromír, and Pavel Kotek.
. Vyd. ed.
Praha: Grada, 1998. Print. Brown, James. The Elements of Language Curriculum : A Systematic Approach to Program Development. Boston: Heinle & Heinle, 1995. Print. Chambers, F. "A Re-evaluation of Needs Analysis in ESP." The ESP Journal (1980): 25-33. Print. Davis, Randall. "Simulations: A Tool for Testing "Virtual Reality" in the Language Classroom." Randall's Research Articles. Esl-lab.com, 1 Jan. 1996. Web. 16 Oct. 2014. . Deane, Neil. Job Matters: Gastronomy : A2-B1 : Učebnice S Vkládaným Audio CD. 1. Vyd. ed. Plzeň: Fraus, 2008. Print. Dick, Lesley. "Syllabus Writing." Teaching English. BBC, 21 Sept. 2005. Web. 11 Oct. 2014. . Evans, Tony, and Maggie John. Developments in ESP: A Multi-disciplinary Approach, Cambridge, U.K.: Cambridge UP, 1998. Print. Gagne, R.M., and L.J. Briggs. Principles of Instructional Design. New York: Holt, Rinehart & Winston, 1979. Print. 39
Hutchinson, Tom, and Alan Waters. English for Specific Purposes: A Learningcentred Approach Cambridge [Cambridgeshire: Cambridge UP, 1987. Print. Jones, Ken. Simulations in Language Teaching. Cambridge [Cambridgeshire: Cambridge UP, 1982. Print. Jordan, R. R. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge [u.a.: Cambridge U, 1997. Print. Martinez, Alejandro. "Authentic Materials: An Overview." Linguistic Issues. 3.telus.net, 1 Jan. 2002. Web. 14 Oct. 2014. . Metz, Reinhold, and Hermann Gruner. Restaurace a Host: Základní Odborné Vědomosti: Restaurace, Hotel, Kuchyně. Vyd. 1. ed. Praha: Europa-Sobotáles, 2008. Print. Munby, John. Communicative Syllabus Design: A Sociolinguistic Model for Defining the Content of Purpose-specific Language Programmes. Repr. ed. Cambridge [u.a.: Cambridge U, 1979. Print. Richterich, Rene, and Jean Chancerel. Identifying the Needs of Adults Learning a Foreign Language. Oxford: Pergamon, 1980. Print. Robinson, Pauline C. ESP Today: A Practitioner's Guide. [Nachdr.] ed. New York [u.a.: Prentice Hall, 1996. Print. Stempleski, Susan, and Barry Tomalin. Video in Action: Recipes for Using Video in Language Teaching. New York, N.Y.: Prentice Hall, 1990. Print. Teeler, Dede, and Peta Gray. How to Use the Internet in ELT. Harlow: Longman, 40
2000. Print. Tomalin, Barry, and Susan Stempleski. Cultural Awareness. Oxford: Oxford UP, 1993. Print. West, Richard. "Needs Analysis in Language Teaching." Language Teaching: 1. Print. Widdowson, H. G. Aspects of Language Teaching. Oxford: Oxford UP, 1990. Print. Wright, Andrew. Pictures for Language Learning. Cambridge [England: Cambridge UP, 1989. Print.
Other electronic sources: http://www.antlab.sci.waseda.ac.jp/ http://iteslj.org/Articles/Gatehouse-ESP http://www.academia.edu/ http://owl.english.purdue.edu/ http://www.youtube.com/watch?v=A5MXfq9rtm4 https://www.youtube.com/watch?v=HV7N6hXbHYc
Sources of pictures: https://www.google.cz/search?q=British+food+image&tbm=isch&tbo=u&source=univ&sa=X&ei =K7wnVcD7JovoUsfbgbAM&ved=0CC4QsAQ&biw=1916&bih=1063 https://www.google.cz/search?q=hotel+reception+workers+image&tbm=isch&tbo=u&source=uni v&sa=X&ei=0rwnVYzIF4fiUemsgugG&ved=0CCAQsAQ&biw=1916&bih=1063 https://www.google.cz/search?q=restaurant+workers+image&tbm=isch&tbo=u&source=univ&sa =X&ei=jcMnVeDPBsO4sQGcjYCwAQ&ved=0CCAQsAQ&biw=1916&bih=1063 41
Appendices
Worksheet to lesson 1
Worksheet to lesson 2
Worksheet to lesson 3
Link to the video for lesson 2
Link to the video for lesson 3
Questionnaire
Presentation to lesson 1
Presentation to lesson 3
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Worksheet to lesson 1 1/ USED VOCABULARY Food
Fried egg
Hard-boiled egg
Dish
Baked beans
Roast
Meal
Bangers
Gravy
Traditional
Fried mushrooms
Kidney pie
Typical
Porridge
Shepherd‟s pie
Roastbeef
Cereals
Mashed potatoes
Snack
Sandwich
Biscuit
Supper
Peanut butter
Cracker
Cereals
Maple syrup
Cucumber
2/ QUESTIONS What is the main meal of the day in GB? What is the name of the meal served between 8.30 and 10.00 p.m.? What can tea be served with? What is a banger? What food do you know? What are the typical British dishes?
3/ ODD ONE OUT Toast, jam, butter, potatoe, tea Carrot, broccoli, chicken, cucumber, green pea 43
Bacon, fried egg, cracker, sausage, baked beans Chicken, fish, lamb, beef, meal Breakfast, dish, snack, lunch, dinner
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Worksheet to lesson 2 USED VOCABULARY Single room
Babysitting service
Honeymoon suite
Chauffeur service
Double room
Games room
Suite
24-hour room service
Twin room
Disabled access
Video conferencing
Nappy-changing table
1/ WHAT DO GUESTS WANT FROM YOUR HOTEL? Listen to the CD. Match the guests below with the facilities they might need in your hotel. Guests
Facilities
A businessman from the USA.
______________________________________
A husband and wife with two small girls. ___________________________________ A business woman who doesn‟t have a car __________________________________ but needs to be mobile in the evenings. The leader of an excursion.
_____________________________________
A husband and wife with baby twins. _____________________________________ The organizer of a football team excursion. __________________________________ 2/ WHICH FACILITIES? Work in pair. One of of you is a receptionist in a hotel with ongoing renovation. That is why not all the facilities are available. The other one is a guest who wants to know what facilities and services the hotel can provide.
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Useful phrases: Yes, that is possible.
Is there a/an ..... in your hotel?
I am afraid our hotel cannot provide...
Can your hotel provide...?
Sorry, ....is not available in our hotel.
Is a/an .....available in your hotel?
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Worksheet to lesson 3 USED VOCABULARY chambermaid
hotel manager
porter
waitress
receptionist
doorman
head chef
food and beverage
waiter
chef
USEFUL PHRASES Booking Book a room Sort of room The rent for the room Confirm Check in I have a reservation/ booking. May I have your name? Hold on Let me check There must have been some confusion. The porter will guide you. Check out Can you please get my bill? I will have it ready for you. 47
I appreciate it. I hope your stay was comfortable. I am sorry to hear that. Task 1 Watch and listen to the video. There is a conversation between a customer and a receptionist about booking, checking in and checking out. Task 2 Work in pairs. One of you is a customer, the other one a receptionist. Prepare short sketches on topics Booking, Check in, Check out. Take turns in the roles. Perform the dialogues in front of class.
Link to the video for lesson 2 https://www.youtube.com/watch?v=HV7N6hXbHYc
Link to the video for lesson 3 http://www.youtube.com/watch?v=A5MXfq9rtm4
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Questionnaire:
1/ Do you consider the content of the course in line with your future occupation? a/ Yes
b/ Yes, but I would still add something
c/ No
2/ Do you prefer to learn vocabulary with the aid of the authentic pictures or from a list? a/ Pictures
b/ List
c/ I like combination of both
3/ Are you comfortable with simulations? a/ Totally
b/ Not entirely
c/ Not at all
4/ Do you find the simulations useful for your future job? a/ Yes
b/ No
c/ I don‟t know
5/ After carrying out a simulation do you feel more confident with your English? a/ Yes
b/ No
c/ I don‟t know
6/ Do you like using the authentic audio-visual materials? a/ Yes
b/ No
c/ Sometimes
d/ I don‟t know
7/ Will you rather get an information from an authentic audio-visual source or from a printed form? a/ audio-visual source
b/ printed form
c/ combination of both
8/ Is the content of the lessons too difficult for you? a/ Yes, it is difficult all the time
b/ Sometimes it is difficult
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c/ No, it is easy
Presentation to lesson 1
50
51
52
53
54
55
56
57
58
Presentation to lesson 3
59
60
61
62
63
64